AP World History Modern

INCLUDES
C ourse framework
Instructional
section
Sample exam
questions

AP® World
History: Modern

COURSE AND EXAM DESCRIPTION

Effective
Fall 2020

AP® World
History: Modern

COURSE AND EXAM DESCRIPTION

Effective
Fall 2020

AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY
Please visit AP Central (apcentral.collegeboard.org) to determine whether
a more recent course and exam description is available.

About College Board

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on behalf of students, educators, and schools.
For further information, visit collegeboard.org.

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College Board strongly encourages educators to make equitable access a guiding
principle for their AP programs by giving all willing and academically prepared
students the opportunity to participate in AP. We encourage the elimination
of barriers that restrict access to AP for students from ethnic, racial, and
socioeconomic groups that have been traditionally underrepresented. Schools
should make every effort to ensure their AP classes reflect the diversity of their
student population. College Board also believes that all students should have
access to academically challenging coursework before they enroll in AP classes,
which can prepare them for AP success. It is only through a commitment to
equitable preparation and access that true equity and excellence can be achieved.

Designers: Sonny Mui and Bill Tully
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respective owners.
Visit College Board on the web: collegeboard.org.

Contents

v Acknowledgments
1 About AP
4 AP Resources and Supports
6 Instructional Model
7 About the AP World History: Modern Course
7 College Course Equivalent
7 Prerequisites

COURSE FRAMEWORK
11 Course Framework Components
13 Historical Thinking Skills and Reasoning Processes
17 Course Content
22 Course at a Glance
27 Unit Guides
29 Using the Unit Guides
31 Geographical Coverage
33 UNIT 1: The Global Tapestry
49 UNIT 2: Networks of Exchange
65 UNIT 3: Land-Based Empires
73 UNIT 4: Transoceanic Interconnections
93 UNIT 5: Revolutions
111 UNIT 6: Consequences of Industrialization
125 UNIT 7: Global Conflict
139 UNIT 8: Cold War and Decolonization
155 UNIT 9: Globalization

INSTRUCTIONAL APPROACHES
173 Selecting and Using Course Materials
175 Instructional Strategies
180 Developing Historical Thinking Skills
190 Developing the Reasoning Processes

EXAM INFORMATION
195 Exam Overview
201 Sample Exam Questions
218 AP History Rubrics

SCORING GUIDELINES
223 Part B: Short-Answer Question with Secondary Source
241 Long Essay Question

APPENDIX
249 AP World History Concept Outline

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Acknowledgments

College Board would like to acknowledge the following committee
members, for their assistance with the development of this course. All
individuals and their affiliations were current at the time of contribution.
Greg Ahlquist, Webster Thomas High School, Webster, NY
Rachel Jean-Baptiste, University of California, Davis, CA
Tim Keirn, California State University, Long Beach, CA
Amie La Porte-Lewis, Holy Innocents' Episcopal School, Atlanta, GA
Christina Shively, Cypress Ranch High School, Cypress, TX
Eren Tasar, University of North Carolina at Chapel Hill, NC
Richard Warner, Wabash College, Crawfordsville, IN
Deborah Wing-Leonard, Clear Lake High School, Houston, TX
Kevin Witte, Kearney High School, Kearney, NE

College Board Staff

Cheryl Harmon, Senior Director, AP Instructional Design and
PD Resource Development

Chad Hoge, Director, AP History Content Development
Daniel McDonough, Senior Director, AP Content Integration
Allison Milverton, Director, AP Curricular Publications
Kelly Stromberg, Senior Director, AP History Content Development
Allison Thurber, Executive Director, AP Curriculum and Assessment

SPECIAL THANKS John R. Williamson

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About AP

College Board’s Advanced Placement® Program (AP®) to provide teachers and students with formative
enables willing and academically prepared students assessments—Personal Progress Checks—that
to pursue college-level studies—with the opportunity teachers can assign throughout the year to measure
to earn college credit, advanced placement, or student progress as they acquire content knowledge
both—while still in high school. Through AP courses and develop skills.
in 38 subjects, each culminating in a challenging
exam, students learn to think critically, construct solid Enrolling Students:
arguments, and see many sides of an issue—skills Equity and Access
that prepare them for college and beyond. Taking
AP courses demonstrates to college admission officers College Board strongly encourages educators to
that students have sought the most challenging make equitable access a guiding principle for their
curriculum available to them, and research indicates AP programs by giving all willing and academically
that students who score a 3 or higher on an AP Exam prepared students the opportunity to participate
typically experience greater academic success in in AP. We encourage the elimination of barriers
college and are more likely to earn a college degree that restrict access to AP for students from ethnic,
than non-AP students. Each AP teacher’s syllabus racial, and socioeconomic groups that have been
is evaluated and approved by faculty from some of traditionally underserved. College Board also believes
the nation’s leading colleges and universities, and that all students should have access to academically
AP Exams are developed and scored by college faculty challenging coursework before they enroll in AP classes,
and experienced AP teachers. Most four-year colleges which can prepare them for AP success. It is only
and universities in the United States grant credit, through a commitment to equitable preparation and
advanced placement, or both on the basis of successful access that true equity and excellence can be achieved.
AP Exam scores; more than 3,300 institutions worldwide
annually receive AP scores. Offering AP Courses:
The AP Course Audit
AP Course Development
The AP Program unequivocally supports the principle
In an ongoing effort to maintain alignment with best that each school implements its own curriculum that will
practices in college-level learning, AP courses and enable students to develop the content understandings
exams emphasize challenging, research-based and skills described in the course framework.
curricula aligned with higher education expectations.
While the unit sequence represented in this publication
Individual teachers are responsible for designing their is optional, the AP Program does have a short list of
own curriculum for AP courses, selecting appropriate curricular and resource requirements that must be
college-level readings, assignments, and resources. fulfilled before a school can label a course “Advanced
This course and exam description presents the content Placement” or “AP.” Schools wishing to offer AP
and skills that are the focus of the corresponding courses must participate in the AP Course Audit, a
college course and that appear on the AP Exam. It also process through which AP teachers’ course materials
organizes the content and skills into a series of units are reviewed by college faculty. The AP Course Audit
that represent a sequence found in widely adopted was created to provide teachers and administrators
college textbooks and that many AP teachers have with clear guidelines on curricular and resource
told us they follow in order to focus their instruction. requirements for AP courses and to help colleges and
The intention of this publication is to respect teachers’ universities validate courses marked “AP” on students’
time and expertise by providing a roadmap that they transcripts. This process ensures that AP teachers’
can modify and adapt to their local priorities and courses meet or exceed the curricular and resource
preferences. Moreover, by organizing the AP course expectations that college and secondary school faculty
content and skills into units, the AP Program is able have established for college-level courses.

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The AP Course Audit form is submitted by the AP questions and through-course performance
teacher and the school principal (or designated assessments, as applicable, are scored by thousands
administrator) to confirm awareness and understanding of college faculty and expert AP teachers. Most are
of the curricular and resource requirements. A syllabus scored at the annual AP Reading, while a small portion
or course outline, detailing how course requirements is scored online. All AP Readers are thoroughly trained,
are met, is submitted by the AP teacher for review by and their work is monitored throughout the Reading
college faculty. for fairness and consistency. In each subject, a highly
respected college faculty member serves as Chief
Please visit collegeboard.org/apcourseaudit for more Faculty Consultant and, with the help of AP Readers
information to support the preparation and submission in leadership positions, maintains the accuracy of
of materials for the AP Course Audit. the scoring standards. Scores on the free-response
questions and performance assessments are weighted
How the AP Program and combined with the results of the computer-scored
Is Developed multiple-choice questions, and this raw score is
converted into a composite AP score on a 1–5 scale.
The scope of content for an AP course and exam is
derived from an analysis of hundreds of syllabi and AP Exams are not norm-referenced or graded on a curve.
course offerings of colleges and universities. Using Instead, they are criterion-referenced, which means that
this research and data, a committee of college faculty every student who meets the criteria for an AP score of
and expert AP teachers work within the scope of 2, 3, 4, or 5 will receive that score, no matter how many
the corresponding college course to articulate what students that is. The criteria for the number of points
students should know and be able to do upon the students must earn on the AP Exam to receive scores
completion of the AP course. The resulting course of 3, 4, or 5—the scores that research consistently
framework is the heart of this course and exam validates for credit and placement purposes—include:
description and serves as a blueprint of the content and
skills that can appear on an AP Exam. §§ The number of points successful college students
earn when their professors administer AP Exam
The AP Test Development Committees are responsible questions to them.
for developing each AP Exam, ensuring the exam
questions are aligned to the course framework. The §§ The number of points researchers have found
AP Exam development process is a multiyear endeavor; to be predictive that an AP student will succeed
all AP Exams undergo extensive review, revision, when placed into a subsequent, higher-level
piloting, and analysis to ensure that questions are college course.
accurate, fair, and valid, and that there is an appropriate
spread of difficulty across the questions. §§ Achievement-level descriptions formulated by
college faculty who review each AP Exam question.
Committee members are selected to represent a variety
of perspectives and institutions (public and private, Using and Interpreting AP Scores
small and large schools and colleges), and a range of
gender, racial/ethnic, and regional groups. A list of each The extensive work done by college faculty and
subject’s current AP Test Development Committee AP teachers in the development of the course and
members is available on apcentral.collegeboard.org. exam and throughout the scoring process ensures
that AP Exam scores accurately represent students’
Throughout AP course and exam development, achievement in the equivalent college course. Frequent
College Board gathers feedback from various and regular research studies establish the validity of
stakeholders in both secondary schools and higher AP scores as follows:
education institutions. This feedback is carefully
considered to ensure that AP courses and exams are Credit College Grade
able to provide students with a college-level learning AP Score Recommendation Equivalent
experience and the opportunity to demonstrate their
qualifications for advanced placement or college credit. 5 Extremely well qualified A

How AP Exams Are Scored 4 Well qualified A-, B+, B

The exam scoring process, like the course and exam 3 Qualified B-, C+, C
development process, relies on the expertise of both
AP teachers and college faculty. While multiple-choice 2 Possibly qualified n/a
questions are scored by machine, the free-response
1 No recommendation n/a

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While colleges and universities are responsible for teach or score because of their experience at the
setting their own credit and placement policies, most AP Reading.
private colleges and universities award credit and/
or advanced placement for AP scores of 3 or higher. §§ Gain in-depth understanding of AP Exam and
Additionally, most states in the U.S. have adopted AP scoring standards: AP Readers gain exposure
statewide credit policies that ensure college credit to the quality and depth of the responses from
for scores of 3 or higher at public colleges and the entire pool of AP Exam takers, and thus are
universities. To confirm a specific college’s AP credit/ better able to assess their students’ work in
placement policy, a search engine is available at the classroom.
apstudent.org/creditpolicies.
§§ Receive compensation: AP Readers are
BECOMING AN AP READER compensated for their work during the Reading.
Each June, thousands of AP teachers and college Expenses, lodging, and meals are covered for
faculty members from around the world gather for Readers who travel.
seven days in multiple locations to evaluate and
score the free-response sections of the AP Exams. §§ Score from home: AP Readers have online
Ninety-eight percent of surveyed educators who took distributed scoring opportunities for certain
part in the AP Reading say it was a positive experience. subjects. Check collegeboard.org/apreading
for details.
There are many reasons to consider becoming an
AP Reader, including opportunities to: §§ Earn Continuing Education Units (CEUs):
AP Readers earn professional development hours
§§ Bring positive changes to the classroom: and CEUs that can be applied to PD requirements
Surveys show that the vast majority of returning by states, districts, and schools.
AP Readers—both high school and college
educators—make improvements to the way they How to Apply
Visit collegeboard.org/apreading for eligibility
requirements and to start the application process.

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AP Resources
and Supports

By completing a simple activation process at the start of the school year, teachers and
students receive access to a robust set of classroom resources.

AP Classroom

AP Classroom is a dedicated online platform designed to support teachers and students
throughout their AP experience. The platform provides a variety of powerful resources and
tools to provide yearlong support to teachers and enable students to receive meaningful
feedback on their progress.

UNIT GUIDES
Appearing in this publication and on AP Classroom, these planning guides outline all required
course content and skills, organized into commonly taught units. Each unit guide suggests
a sequence and pacing of content, scaffolds skill instruction across units, and organizes
content into topics.

PERSONAL PROGRESS CHECKS
Formative AP questions for every unit provide feedback to students on the areas where they
need to focus. Available online, Personal Progress Checks measure knowledge and skills
through multiple-choice questions with rationales to explain correct and incorrect answers,
and free-response questions with scoring information. Because the Personal Progress
Checks are formative, the results of these assessments cannot be used to evaluate teacher
effectiveness or assign letter grades to students, and any such misuses are grounds for losing
school authorization to offer AP courses.*

PROGRESS DASHBOARD
This dashboard allows teachers to review class and individual student progress throughout
the year. Teachers can view class trends and see where students struggle with content and
skills that will be assessed on the AP Exam. Students can view their own progress over time to
improve their performance before the AP Exam.

AP QUESTION BANK
This online library of real AP Exam questions provides teachers with secure questions to use
in their classrooms. Teachers can find questions indexed by course topics and skills, create
customized tests, and assign them online or on paper. These tests enable students to practice
and get feedback on each question.

*To report misuses, please call, 877-274-6474 (International: +1-212-632-1781).  V.1 | 4
AP World History: Modern Course and Exam Description
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Digital Activation

In order to teach an AP class and make sure students are registered to take the AP Exam,
teachers must first complete the digital activation process. Digital activation gives students
and teachers access to resources and gathers students’ exam registration information online,
eliminating most of the answer sheet bubbling that has added to testing time and fatigue.

AP teachers and students begin by signing in to My AP and completing a simple activation
process at the start of the school year, which provides access to all AP resources, including
AP Classroom.

To complete digital activation:

§§ Teachers and students sign in to, or create, their College Board accounts.
§§ Teachers confirm that they have added the course they teach to their AP Course Audit

account and have had it approved by their school’s administrator.
§§ Teachers or AP Coordinators, depending on who the school has decided is responsible,

set up class sections so students can access AP resources and have exams ordered on
their behalf.
§§ Students join class sections with a join code provided by their teacher or AP Coordinator.
§§ Students will be asked for additional registration information upon joining their first class
section, which eliminates the need for extensive answer sheet bubbling on exam day.

While the digital activation process takes a short time for teachers, students, and
AP Coordinators to complete, overall it helps save time and provides the following
additional benefits:

§§ Access to AP resources and supports: Teachers have access to resources specifically
designed to support instruction and provide feedback to students throughout the school
year as soon as activation is complete.

§§ Streamlined exam ordering: AP Coordinators can create exam orders from the same
online class rosters that enable students to access resources. The coordinator reviews,
updates, and submits this information as the school’s exam order in the fall.

§§ Student registration labels: For each student included in an exam order, schools will
receive a set of personalized AP ID registration labels, which replaces the AP student pack.
The AP ID connects a student’s exam materials with the registration information they
provided during digital activation, eliminating the need for pre-administration sessions and
reducing time spent bubbling on exam day.

§§ Targeted Instructional Planning Reports: AP teachers will get Instructional Planning
Reports (IPRs) that include data on each of their class sections automatically rather than
relying on special codes optionally bubbled in on exam day.

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Instructional
Model

Integrating AP resources throughout the course can help students develop skills and
conceptual understandings. The instructional model outlined below shows possible ways to
incorporate AP resources into the classroom.

Plan

Teachers may consider the following approaches as they plan their instruction before
teaching each unit.

§§ Use the Unit at a Glance table to identify related topics that build toward a common
understanding, and then plan appropriate pacing for students.

§§ Identify useful strategies in the Instructional Approaches section to help teach the
concepts and skills.

Teach

When teaching, supporting resources can be used to build students’ conceptual
understanding and their mastery of skills.

§§ Use the topic pages in the unit guides to identify the required content.
§§ Integrate the content with a skill, considering any appropriate scaffolding.
§§ Employ any of the instructional strategies previously identified.
§§ Use the available resources on the topic pages to bring a variety of assets into the

classroom.

Assess

Teachers can measure student understanding of the content and skills covered in the unit and
provide actionable feedback to students.

§§ At the end of each unit, use AP Classroom to assign students the online Personal Progress
Checks, as homework or as an in-class task.

§§ Provide question-level feedback to students through answer rationales; provide unit- and
skill-level feedback using the progress dashboard.

§§ Create additional practice opportunities using the AP Question Bank and assign them
through AP Classroom.

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About the AP
World History:
Modern Course

In AP World History: Modern, students investigate significant events, individuals,
developments, and processes from 1200 to the present. Students develop and use
the same skills, practices, and methods employed by historians: analyzing primary and
secondary sources; developing historical arguments; making historical connections; and
utilizing reasoning about comparison, causation, and continuity and change over time. The
course provides six themes that students explore throughout the course in order to make
connections among historical developments in different times and places: humans and the
environment, cultural developments and interactions, governance, economic systems, social
interactions and organization, and technology and innovation.

College Course Equivalent

AP World History: Modern is designed to be the equivalent of an introductory college or
university survey of modern world history.

Prerequisites

There are no prerequisites for AP World History: Modern. Students should be able to read a
college-level textbook and write grammatically correct, complete sentences.

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AP WORLD HISTORY

Course
Framework



Course Framework
Components

Overview

This course framework provides a description of what students should know and be
able to do to qualify for college credit or placement.

The course framework includes
two essential components:

1   HISTORICAL THINKING SKILLS AND
REASONING PROCESSES

The historical thinking skills and reasoning processes are central to the
study and practice of world history. Students should practice and develop
these skills and processes on a regular basis over the span of the course.

2   COURSE CONTENT
The course content is organized into commonly taught units of study
that provide a suggested sequence for the course. These units comprise
the content and conceptual understandings that colleges and universities
typically expect students to master to qualify for college credit and/or
placement. This content is grounded in themes, which are cross-cutting
concepts that build conceptual understanding and spiral throughout
the course.

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1 AP WORLD HISTORY

Historical
Thinking Skills
and Reasoning
Processes

This section presents the historical thinking skills and reasoning processes that
students should develop during the AP history courses that form the basis of the
tasks on the AP history exams.

Historical Thinking Skills

The AP historical thinking skills describe what students should be able to do
while exploring course concepts. The table that follows presents these skills,
which students should develop during the AP World History course.
The unit guides later in this publication embed and spiral these skills throughout
the course, providing teachers with one way to integrate the skills into the course
content with sufficient repetition to prepare students to transfer those skills when
taking the AP Exam.
More detailed information about teaching the historical thinking skills can be found
in the Instructional Approaches section of this publication.

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AP World History: Modern Course and Exam Description AP Historical Thinking Skills

Skill 1 Skill 2 Skill 3 Skill 4 Skill 5 Skill 6

Developments and Sourcing and Claims and Evidence Contextualization  4 Making Argumentation  6
Processes  1 Situation  2 in Sources  3 Connections  5
Analyze the context of historical Develop an argument.
Identify and explain historical Analyze sourcing and situation of Analyze arguments in primary and events, developments, or processes.
developments and processes. primary and secondary sources. secondary sources. Using historical reasoning processes
(comparison, causation, continuity
and change), analyze patterns and
connections between and among
historical developments and processes.

SKILLS

1.A   Identify a historical 2.A  Identify a source’s point 3.A  Identify and describe a 4.A  Identify and describe 5.A  Identify patterns among or 6.A  Make a historically
concept, development, of view, purpose, historical claim and/or argument in a text- a historical context for a connections between historical defensible claim.
or process. situation, and/or audience. based or non-text-based source. specific historical development developments and processes.
or process. 6.B  Support an argument using
1.B   Explain a historical concept, 2.B  Explain the point of view, 3.B  Identify the evidence 5.B  Explain how a historical specific and relevant evidence.
used in a source to support 4.B  Explain how a specific development or process
development, or process. purpose, historical situation, and/ an argument. historical development or relates to another historical §§ Describe specific examples of
process is situated within a development or process. historically relevant evidence.
or audience of a source. 3.C  Compare the arguments or broader historical context.
main ideas of two sources. §§ Explain how specific examples
2.C  Explain the significance of historically relevant evidence
of a source’s point of view, 3.D  Explain how claims or support an argument.
purpose, historical situation, and/ evidence support, modify, or
or audience, including how these refute a source’s argument. 6.C  Use historical reasoning
might limit the use(s) of a source. to explain relationships among
pieces of historical evidence.

Course Framework V.1 | 14 6.D  Corroborate, qualify, or
modify an argument using diverse
Return to Table of Contents and alternative evidence in order
to develop a complex argument.
© 2020 College Board This argument might:

§§ Explain nuance of an issue by
analyzing multiple variables.

§§ Explain relevant and
insightful connections
within and across periods.

§§ Explain the relative historical
significance of a source’s
credibility and limitations.

§§ Explain how or why a historical
claim or argument is or is not
effective.

AP HISTORY

Reasoning Processes

Reasoning processes describe the cognitive operations that students will be required to apply when engaging with the
historical thinking skills on the AP Exam. The reasoning processes ultimately represent the way practitioners think in the
discipline. Specific aspects of the cognitive process are defined under each reasoning process.

Reasoning Process 1 Reasoning Process 2 Reasoning Process 3
Comparison Causation Continuity and Change

§§ 1.i: Describe similarities and/or §§ 2.i: Describe causes and/or effects §§ 3.i: Describe patterns of continuity
differences between different of a specific historical development and/or change over time.
historical developments or process.
or processes. §§ 3.ii: Explain patterns of continuity
§§ 2.ii: Explain the relationship between and/or change over time.
§§ 1.ii: Explain relevant similarities and/ causes and effects of a specific
or differences between specific historical development or process. §§ 3.iii: Explain the relative historical
historical developments and significance of specific historical
processes. §§ 2.iii: Explain the difference between developments in relation to a larger
primary and secondary causes and pattern of continuity and/or change.
§§ 1.iii: Explain the relative historical between short- and long-term effects.
significance of similarities
and/or differences between §§ 2.iv: Explain how a relevant context
different historical developments influenced a specific historical
or processes. development or process.

§§ 2.v: Explain the relative historical
significance of different causes and/
or effects.

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2 AP WORLD HISTORY

Course
Content

Influenced by the Understanding by Design® (Wiggins and McTighe) model, this
course framework provides a description of the course requirements necessary for
student success.

The course content is organized into commonly taught units. The units have been
arranged in a logical sequence frequently found in many college courses and
textbooks.

The nine units in AP World History, and their approximate weighting on the
AP Exam, are listed on the following page.

Pacing recommendations at the unit level and on the Course at a Glance provide
suggestions for how to teach the required course content and administer the
Personal Progress Checks. The suggested class periods are based on a schedule
in which the class meets five days a week for 45 minutes each day. While these
recommendations have been made to aid planning, teachers should of course
adjust the pacing based on the needs of their students, alternate schedules
(e.g., block scheduling), or their school’s academic calendar.

TOPICS
Each unit is broken down into teachable segments called topics. The topic pages
(starting on page 38) contain all required content for each topic. Although most
topics can be taught in one or two class periods, teachers are again encouraged to
pace the course to suit the needs of their students and school.

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Units Chronological Period* Exam Weighting
Unit 1: The Global Tapestry
Unit 2: Networks of Exchange c. 1200 to 8–10%
Unit 3: Land-Based Empires c. 1450 8–10%
Unit 4: Transoceanic Interconnections
Unit 5: Revolutions c. 1450 to 12–15%
Unit 6: Consequences of Industrialization c. 1750 12–15%
Unit 7: Global Conflict
Unit 8: Cold War and Decolonization c. 1750 to 12–15%
Unit 9: Globalization c. 1900 12–15%

c. 1900 to 8–10%
the present 8–10%
8–10%

*Events, processes, and developments are not constrained by the given dates and may begin before, or continue after, the
approximate dates assigned to each unit.

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Themes

The themes serve as the connective tissue of the course and enable students to
create meaningful connections across units. They are often broader ideas that
become threads that run throughout the course. Revisiting them and applying
them in a variety of contexts helps students to develop deeper conceptual
understanding. Below are the themes of the course and a brief description of each.

THEME 1: HUMANS AND THE ENVIRONMENT (ENV)
The environment shapes human societies, and as populations grow and
change, these populations in turn shape their environments.

THEME 2: CULTURAL DEVELOPMENTS AND INTERACTIONS (CDI)
The development of ideas, beliefs, and religions illustrates how groups in
society view themselves, and the interactions of societies and their beliefs
often have political, social, and cultural implications.

THEME 3: GOVERNANCE (GOV)
A variety of internal and external factors contribute to state formation,
expansion, and decline. Governments maintain order through a variety of
administrative institutions, policies, and procedures, and governments obtain,
retain, and exercise power in different ways and for different purposes.

THEME 4: ECONOMIC SYSTEMS (ECN)
As societies develop, they affect and are affected by the ways that they
produce, exchange, and consume goods and services.

THEME 5: SOCIAL INTERACTIONS AND ORGANIZATION (SIO)
The process by which societies group their members and the norms that
govern the interactions between these groups and between individuals
influence political, economic, and cultural institutions and organization.

THEME 6: TECHNOLOGY AND INNOVATION (TEC)
Human adaptation and innovation have resulted in increased efficiency, comfort,
and security, and technological advances have shaped human development
and interactions with both intended and unintended consequences.

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AP World History: Modern Course and Exam Description Spiraling the Themes

The following table shows how the themes spiral across units.

Big Ideas Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

The Global Networks of Land-Based Transoceanic Revolutions Consequences of Global Conflict Cold War and Globalization
Tapestry Exchange Empires Interconnections Industrialization Decolonization

Humans and the
Environment
Course Framework V.1 | 21
ENV
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Cultural
© 2020 College Board Developments
and Interactions

CDI

Governance

GOV

Economic
Systems

ECN

Social
Interactions and
Organization

SIO

Technology and
Innovation

TEC

Course at 1UNIT The Global 2UNIT Networks of
a Glance Tapestry Exchange

c. 1200 to c. 1450 c. 1200 to c. 1450

~10–13 8–10Class % AP Exam ~10–13 8–10Class % AP Exam
Periods Weighting Periods Weighting

Plan GOV 1.1 Developments in ECN 2.1 The Silk Roads
CDI East Asia from
The Course at a Glance provides ECN c. 1200 to c. 1450 4
a useful visual organization of
the AP World History curricular 4 GOV 2.2 The Mongol Empire
components, including: ECN and the Making of the
CDI 1.2 Developments in CDI Modern World
§§ Sequence of units, along GOV Dar al-Islam from
with approximate weighting TEC c. 1200 to c. 1450 5
and suggested pacing.
Please note, pacing is based 1 ECN 2.3 Exchange in the
on 45-minute class periods, CDI Indian Ocean
meeting five days each week CDI 1.3 Developments in South
for a full academic year. GOV and Southeast Asia ENV
5
§§ Progression of topics within from c. 1200 to c. 1450
each unit. TEC 2.4 Trans-Saharan
3 GOV Trade Routes
§§ Spiraling of the themes
and historical thinking skills GOV 1.4 State Building in 1
across units. 3 the Americas
CDI 2.5 Cultural Consequences
Teach GOV 1.5 State Building 2 of Connectivity
1 in Africa
CDI 1.6 Developments ENV 2.6 Environmental
Consequences
GOV in Europe from
SIO c. 1200 to c. 1450 5 of Connectivity

HISTORICAL THINKING SKILLS 1 2.7 Comparison of
Economic Exchange
Historical thinking skills spiral across units. 1.7 Comparison in
6 the Period from
6
c. 1200 to c. 1450
1 Developments 4 Contextualization
and Processes
5 Making
2 Sourcing and Connections
Situation
6 Argumentation
3 Claims and
Evidence in
Sources

THEMES

Themes spiral across units.

ENV Humans and the ECN Economic Systems
Environment

CDI Cultural SIO Social Interactions

Developments and and Organization

Interactions

GOV Governance TEC Technology and
Innovation

Assess Personal Progress Check 1 Personal Progress Check 2

Assign the Personal Progress Multiple-choice: ~15 questions Multiple-choice: ~15 questions
Checks—either as homework Short-answer: 2 questions Short-answer: 2 questions
or in class—for each unit. §§ Primary source (partial) §§ Primary source
Each Personal Progress Check §§ Primary source (partial) §§ Primary source
contains formative multiple-
choice and free-response Free-response: 1 question Free-response: 1 question
questions. The feedback from §§ Long essay (partial) §§ Long essay (partial)
the Personal Progress Checks
shows students the areas where NOTE: Partial versions of the free-response questions are provided to prepare students for more
they need to focus.

complex, full questions that they will encounter on the AP Exam. V.1 | 22

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3UNIT Land-Based Transoceanic 5UNIT Revolutions
Empires c. 1750 to c. 1900
4UNIT Interconnections
c. 1450 to c. 1750 c. 1450 to c. 1750

~8–11 12–15Class % AP Exam ~22–25 12–15Class % AP Exam ~20–23 12–15Class % AP Exam
Periods Weighting Periods Weighting Periods Weighting

GOV 3.1 Empires Expand TEC 4.1 Technological CDI 5.1 The Enlightenment
Innovations from 1450
1 SIO
4 to 1750 3

GOV 3.2 Empires: Administration GOV 4.2 Exploration: Causes GOV 5.2 Nationalism and
ECN and Events from 1450 Revolutions in
4
to 1750 3 the Period from
CDI 3.3 Empires: Belief Systems 1750 to 1900
5
2 ENV 5.3 Industrial
ENV 4.3 Columbian Exchange 1 Revolution Begins
6 3.4 Comparison in
Land-Based Empires 3 TEC 5.4 Industrialization
Spreads in the Period
GOV 4.4 Maritime Empires
ECN Established 5 from 1750 to 1900

SIO TEC 5.5 Technology of the
2 1 Industrial Age
GOV 5.6 Industrialization:
ECN 4.5 Maritime Empires
GOV Maintained Government’s Role
SIO and Developed 5 from 1750 to 1900

CDI ECN 5.7 Economic
3 Developments and

GOV 4.6 Internal and External 5 Innovations in the
Challenges to Industrial Age

4 State Power from SIO 5.8 Reactions to the
1450 to 1750 Industrial Economy

SIO 4.7 Changing Social 2 from 1750 to 1900
Hierarchies from 1450

3 to 1750

6 4.8 Continuity and Change SIO 5.9 Society and the
from 1450 to 1750 4 Industrial Age

6 5.10 Continuity and Change
in the Industrial Age

Personal Progress Check 3 Personal Progress Check 4 Personal Progress Check 5

Multiple-choice: ~10 questions Multiple-choice: ~15 questions Multiple-choice: ~25 questions
Short-answer: 2 questions Short-answer: 2 questions Short-answer: 2 questions
§§ Primary source §§ Primary source §§ Secondary source
§§ Primary source §§ Secondary source §§ No source
Free-response: 2 questions
Free-response: 1 question Free-response: 1 question §§ Long essay (partial)
§§ Long essay (partial) §§ Long essay (partial) §§ Document-based (partial)

V.1 | 23

© 2020 College Board

Consequences of 7UNIT Global Conflict 8UNIT Cold War and
c. 1900 to the present Decolonization
6UNIT Industrialization
c. 1750 to c. 1900 c. 1900 to the present

~12–15 12–15Class % AP Exam ~9–12 8–10Class % AP Exam ~14–17 8–10Class % AP Exam
Periods Weighting Periods Weighting Periods Weighting

CDI 6.1 Rationales for GOV 7.1 Shifting Power GOV 8.1 Setting the Stage
Imperialism from 1750 4 After 1900 for the Cold War

4 to 1900 4 and Decolonization

GOV 6.2 State Expansion from GOV 7.2 Causes of World War I CDI 8.2 The Cold War
4 1750 to 1900
1 2
GOV 6.3 Indigenous Responses
to State Expansion TEC 7.3 Conducting World War I GOV 8.3 Effects of the Cold War

2 from 1750 to 1900 3 5

ECN 7.4 The Economy in the ECN 8.4 Spread of Communism
2 Interwar Period SIO After 1900

ENV 6.4 Global Economic GOV 7.5 Unresolved Tensions 2
Development from 2 After World War I
GOV 8.5 Decolonization
2 1750 to 1900 5 After 1900

ECN 6.5 Economic Imperialism GOV 7.6 Causes of World War II GOV 8.6 Newly Independent
4 from 1750 to 1900 ECN States
2
3
ENV 6.6 Causes of Migration in GOV 7.7 Conducting World War II
ECN an Interconnected World CDI 8.7 Global Resistance to
3 Established Order
5
SIO 7.8 Mass Atrocities 2 After 1900
SIO 6.7 Effects of Migration 5 After 1900

5 7.9 Causation in
Global Conflict
6

6 6.8 Causation in the GOV 8.8 End of the Cold War
Imperial Age
1

8.9 Causation in the
6 Age of the Cold War

and Decolonization

Personal Progress Check 6 Personal Progress Check 7 Personal Progress Check 8

Multiple-choice: ~20 questions Multiple-choice: ~25 questions Multiple-choice: ~25 questions
Short-answer: 2 questions Short-answer: 2 questions Short-answer: 2 questions
§§ No source §§ Secondary source §§ No source
§§ Primary source §§ No source §§ Primary source
Free-response: 1 question
Free-response: 1 question Free-response: 1 question §§ Document-based
§§ Document-based (partial) §§ Document-based
V.1 | 24

© 2020 College Board

9UNIT Globalization
c. 1900 to the present

~8–11 8–10Class % AP Exam
Periods Weighting

TEC 9.1 Advances in
Technology and

5 Exchange After 1900

ENV 9.2 Technological
Advances and

5 Limitations
After 1900: Disease

ENV 9.3 Technological
Advances: Debates

4 About the Environment
After 1900

ECN 9.4 Economics in the
2 Global Age
SIO 9.5 Calls for Reform and
4 Responses After 1900
CDI 9.6 Globalized Culture
4 After 1900
CDI 9.7 Resistance to
Globalization
2 After 1900

GOV 9.8 Institutions Developing
3 in a Globalized World

6 9.9 Continuity and Change
in a Globalized World

Personal Progress Check 9

Multiple-choice: ~25 questions
Short-answer: 2 questions
§§ Secondary source
§§ No source

Free-response: 1 question
§§ Long essay

V.1 | 25

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AP WORLD HISTORY

Unit
Guides

Introduction

The structure of the unit guides respects new AP teachers’ time by
providing one possible sequence they can adopt or modify rather than
having to build from scratch. An additional benefit is that these units
enable the AP Program to provide interested teachers with formative
assessments—the Personal Progress Checks—that they can assign their
students at the end of each unit to gauge progress toward success on the
AP Exam. However, experienced AP teachers who are satisfied with their
current course organization and exam results should feel no pressure to
adopt these units, which comprise an optional sequence for this course.

AP World History: Modern Course and Exam Description Course Framework V.1 | 27

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Using the Unit Guides

3UNIT 12–15% ~8–11 CLASS PERIODS The Unit at a Glance table shows the topics, related thematic
  AP EXAM WEIGHTING focus, suggested skills, and reasoning processes for each topic.
The Class Periods column has been left blank so that teachers
Land-Based Empires can customize the time they spend on each topic.

c. 1450 to c. 1750 The suggested skill for each topic shows one way teachers
can link the content in that topic to a specific AP historical
UNIT AT A GLANCE thinking skill. The individual skill has been thoughtfully chosen
in a way that helps spiral those skills throughout the course. The
Thematic Topic Reasoning Class Periods questions on the Personal Progress Checks are based on this
Focus 3.1 Empires Expand Process Suggested Skill ~8–11 CLASS PERIODS pairing. However, AP Exam questions may pair the content with
any of the skills.
Causation 1.B Explain a historical concept,
development, or process.

GOV 3.2 Empires: Administration Comparison 4.A Identify and describe a historical
context for a specific historical
development or process.

CDI 3.3 Empires: Belief Systems Continuity and 2.B Explain the point of view,
Change purpose, historical situation, and/or
audience of a source.

3.4 Comparison in Comparison 6.B Support an argument using
Land-Based Empires specific and relevant evidence.

§ Describe specific examples of
historically relevant evidence.

§ Explain how specific examples
of historically relevant evidence
support an argument.

Go to AP Classroom to assign the Personal Progress Check for Unit 3.
Review the results in class to identify and address any student misunderstandings.

AP World History: Modern Course and Exam Description Course Framework V.1 | 67

The Global Tapestry 1UNIT The Sample Instructional Activities page includes optional
activities that can help tie together the content and skill of a
SAMPLE INSTRUCTIONAL ACTIVITIES particular topic. Additionally, this page offers space for teachers
to make notes on their approach to the individual topics and the
The sample activities on this page are optional and are offered to provide possible ways to unit as a whole.
incorporate instructional approaches into the classroom. Teachers do not need to use these
activities and are free to alter or edit them. The examples below were developed in partnership
with teachers from the AP community to share ways that they approach teaching some of the
topics in this unit. Please refer to the Instructional Approaches section beginning on p. 171 for
more examples of activities and strategies.

Activity Topic Sample Activity
1 1.2
Questioning a Text
2 1.3 Using a section of the textbook, have students brainstorm words or phrases that they
associate with the title, subheadings, pictures, graphics, and bold words in the section. Then
3 1.4 have them complete the following steps: Predict four questions about cause and effect that the
4 1.7 text might answer. Read the section and answer the questions. Cross out questions that cannot
be answered and replace with new ones. Skim the text again and answer the new questions.

Graphic Organizer
Assign an excerpt from a secondary source like Southeast Asia in World History by
Craig A. Lockard (available on World History Connected). Ask students to read the
document silently. Then have them complete the following steps: With a partner, choose
a graphic organizer that represents the structure of the author’s argument. Reread the
document and organize the information learned on the graphic organizer. Individually,
write a summary of the graphic organizer. Start with “According to the author . . . .”

Close Reading
Assign a short excerpt of Bernal Diaz del Castillo’s description of Tenochtitlan. As students
read, ask them to highlight evidence that supports the author’s claim that Tenochtitlan was
a large, well-organized metropolis.

Think-Pair-Share and Debriefing
In pairs, assign students two of the regions addressed in this unit. Ask them to individually
complete a Venn diagram comparing how the governments of each region developed
and maintained power. Have students share their diagrams with their partner and work
together to write a claim about similarities in the process of state formation. Ask a few
students to volunteer to share their claims. Debrief by discussing the strengths and areas
for improvement for each claim with the class.

Unit Planning Notes

Use the space below to plan your approach to the unit. Consider how you want to pace your course and
methods of instruction and assessment.

AP World History: Modern Course and Exam Description Course Framework V.1 | 37

AP World History: Modern Course and Exam Description Course Framework V.1 | 29

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© 2020 College Board

Using the Unit Guides

Transoceanic Interconnections 4UNIT TOPIC PAGES
The suggested skill offers a possible skill to pair with the topic.
TOPIC 4.5 SUGGESTED SKILL
Claims and The thematic focus of the topic is the long-term takeaway that
Maritime Empires Evidence in Sources leaves a lasting impression on students.
Maintained and
Developed 3.A Where possible, available resources are listed that might help
Identify and describe a teachers address a particular topic in their classroom.
claim and/or argument
in a text-based or Learning objectives define what a student should be able
non-text-based source. to do with content knowledge in order to progress toward an
enduring understanding.
Required Course Content AVAILABLE RESOURCE
§ Professional Illustrative examples: Where relevant, illustrative examples are
THEMATIC FOCUS Development > provided as additional resources, should teachers choose to use
Teaching and them. These include possible examples of content that might
Governance GOV Assessing Module— be used to teach the historical development, process, or event.
Contextualization in These are intended as examples and do not in any way constitute
A variety of internal and external factors contribute to state formation, expansion, Period 4 additional, preferred, or required information.
and decline. Governments maintain order through a variety of administrative
institutions, policies, and procedures, and governments obtain, retain, and exercise ILLUSTRATIVE EXAMPLES Historical development statements comprise the knowledge
power in different ways and for different purposes. Competition over trade required to demonstrate mastery of the learning objective.
routes:
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS
§ Muslim–European rivalry
Unit 4: Learning Objective H KC-4.1.IV.C in the Indian Ocean
Mercantilist policies and practices were used
Explain how rulers employed by European rulers to expand and control their § Moroccan conflict with
economic strategies to economies and claim overseas territories. the Songhai Empire
consolidate and maintain Joint-stock companies, influenced by these
power throughout the period mercantilist principles, were used by rulers and
from 1450 to 1750. merchants to finance exploration and were
used by rulers to compete against one another
in global trade.

KC-4.3.III.ii
Economic disputes led to rivalries and conflict
between states.

continued on next page

AP World History: Modern Course and Exam Description Course Framework V.1 | 85

The Global Tapestry 1UNIT FINAL TOPIC PAGE IN EACH UNIT
Each unit’s final topic includes key concepts, which summarize
TOPIC 1.7 SUGGESTED SKILL the historical developments in the unit.
Argumentation These topics encourage the use of the key concepts and learning
Comparison in objectives in the unit to develop the skill of argumentation.
the Period from 6.A
c. 1200 to c. 1450 Make a historically Course Framework V.1 | 30
defensible claim.
Return to Table of Contents
TRhee qfinualitroepidc inCthoisuurnist feocCusoesnotnethnetskill of argumentation and so provides an
© 2020 College Board
opportunity for your students to draw upon the key concepts and historical developments
they have studied in this unit. Using evidence relevant to this unit’s key concepts, students
should practice the suggested skill for this topic.

Required Course Content

LEARNING OBJECTIVE REVIEW: UNIT 1 KEY CONCEPTS

Unit 1: Learning Objective N KC-3.2

Explain the similarities and State formation and development
differences in the processes demonstrated continuity, innovation, and
of state formation from diversity in various regions.
c. 1200 to c. 1450.
KC-3.2.I

As the Abbasid Caliphate fragmented, new
Islamic political entities emerged, most of
which were dominated by Turkic peoples.
These states demonstrated continuity,
innovation, and diversity.

KC-3.2.I.A

Empires and states in Afro-Eurasia
and the Americas demonstrated
continuity, innovation, and diversity in
the 13th century. This included the Song
Dynasty of China, which utilized traditional
methods of Confucianism and an imperial
bureaucracy to maintain and justify its rule.

KC-3.2.I.B.i

State formation and development
demonstrated continuity, innovation, and
diversity, including the new Hindu and
Buddhist states that emerged in South and
Southeast Asia.

continued on next page

AP World History: Modern Course and Exam Description Course Framework V.1 | 47

AP World History: Modern Course and Exam Description

Geographical Coverage

The AP World History: Modern course requires that students learn world history from a global
perspective. Balanced coverage of the regions within the course ensures that a single region
is not situated at the center of the historical narrative.
Students need basic geographical knowledge in order to understand world history.
Geospatial awareness is also essential for students to build an understanding of the
cross-cultural contacts, trade routes, migrations, etc., which are important concepts in
the AP World History course.
The two maps that follow give students a starting point for identifying regions and their
locations relative to other regions and landforms. These maps are a reference point for teachers
and students alike. Because geographic naming conventions are not universal, these maps
define regions and show the locations and commonly used names of regions that students are
likely to encounter on the AP World History Exam.

§§ Map 1. AP World History: World Regions—A Big Picture View identifies five major
geographical regions: Africa, the Americas, Asia, Europe, and Oceania.

AP WORLD HISTORY: WORLD REGIONS—A BIG PICTURE VIEW

§§ Map 2. AP World History: World Regions—A Closer Look identifies various subregions
within the five major geographical regions.

AP WORLD HISTORY: WORLD REGIONS—A CLOSER LOOK

AP World History: Modern Course and Exam Description Course Framework V.1 | 31

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AP WORLD HISTORY

UNIT 1

The Global
Tapestry

c. 1200 to c. 1450

8–10%

AP EXAM WEIGHTING

~10–13

CLASS PERIODS

AP World History: Modern Course and Exam Description Course Framework V.1 | 33

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© 2020 College Board

Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.

Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 1
Multiple-choice: ~15 questions
Short-answer: 2 questions

§§ Primary source (partial)

§§ Primary source (partial)
Free-response: 1 question
§§ Long essay (partial)

AP World History: Modern Course and Exam Description Course Framework V.1 | 34

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© 2020 College Board

1UNIT 8–10% ~10–13 CLASS PERIODS
  AP EXAM WEIGHTING

The Global Tapestry

c. 1200 to c. 1450

UNIT AT A GLANCE

Thematic Reasoning Class Periods
Focus
Topic Process Suggested Skill ~10–13 CLASS PERIODS
1.1 D evelopments in
GOV, CDI, Continuity and 4.A Identify and describe a historical
ECN East Asia from Change context for a specific historical
c. 1200 to c. 1450 development or process.

1.2 D evelopments in Causation 1.A Identify and describe a historical
Dar al-Islam from concept, development, or process.
CDI, GOV, c. 1200 to c. 1450
TEC

CDI, 1.3 D evelopments in South Comparison 3.A Identify and describe a claim
GOV and Southeast Asia and/or argument in a text-based or
from c. 1200 to c. 1450 non-text-based source.

1.4 S tate Building in the Continuity and 3.B Identify the evidence used in a
Americas
GOV Change source to support an argument.

1.5  State Building in Africa Continuity and 1.B Explain a historical concept,

Change development, or process.

continued on next page

AP World History: Modern Course and Exam Description Course Framework V.1 | 35

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© 2020 College Board

1UNIT The Global Tapestry

UNIT AT A GLANCE (cont’d)

Thematic Topic Reasoning Class Periods
Focus 1.6 D evelopments Process Suggested Skill
~10–13 CLASS PERIODS
in Europe from
c. 1200 to c. 1450 Causation 1.A Identify a historical concept,
development, or process.
CDI, GOV,
SIO

1.7 C omparison in the Comparison 6.A Make a historically
Period from defensible claim.
c. 1200 to c. 1450

Go to AP Classroom to assign the Personal Progress Check for Unit 1.
Review the results in class to identify and address any student misunderstandings.

AP World History: Modern Course and Exam Description Course Framework V.1 | 36

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© 2020 College Board

The Global Tapestry 1UNIT

SAMPLE INSTRUCTIONAL ACTIVITIES

The sample activities on this page are optional and are offered to provide possible ways to
incorporate instructional approaches into the classroom. Teachers do not need to use these
activities and are free to alter or edit them. The examples below were developed in partnership
with teachers from the AP community to share ways that they approach teaching some of the
topics in this unit. Please refer to the Instructional Approaches section beginning on p. 171 for
more examples of activities and strategies.

Activity Topic Sample Activity
1 1.2
Questioning a Text
2 1.3 Using a section of the textbook, have students brainstorm words or phrases that they
associate with the title, subheadings, pictures, graphics, and bold words in the section. Then
3 1.4 have them complete the following steps: Predict four questions about cause and effect that the
4 1.7 text might answer. Read the section and answer the questions. Cross out questions that cannot
be answered and replace with new ones. Skim the text again and answer the new questions.

Graphic Organizer
Assign an excerpt from a secondary source like Southeast Asia in World History by
Craig A. Lockard (available on World History Connected). Ask students to read the
document silently. Then have them complete the following steps: With a partner, choose
a graphic organizer that represents the structure of the author’s argument. Reread the
document and organize the information learned on the graphic organizer. Individually,
write a summary of the graphic organizer. Start with “According to the author . . . .”

Close Reading
Assign a short excerpt of Bernal Diaz del Castillo’s description of Tenochtitlan. As students
read, ask them to highlight evidence that supports the author’s claim that Tenochtitlan was
a large, well-organized metropolis.

Think-Pair-Share and Debriefing
In pairs, assign students two of the regions addressed in this unit. Ask them to individually
complete a Venn diagram comparing how the governments of each region developed
and maintained power. Have students share their diagrams with their partner and work
together to write a claim about similarities in the process of state formation. Ask a few
students to volunteer to share their claims. Debrief by discussing the strengths and areas
for improvement for each claim with the class.

Unit Planning Notes

Use the space below to plan your approach to the unit. Consider how you want to pace your course and
methods of instruction and assessment.

AP World History: Modern Course and Exam Description Course Framework V.1 | 37

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© 2020 College Board

1UNIT The Global Tapestry

SUGGESTED SKILL TOPIC 1.1

Contextualization Developments in
East Asia from
4.A c. 1200 to c. 1450
Identify and describe
a historical context for Required Course Content
a specific historical
development or process.

THEMATIC FOCUS

Governance GOV

A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative
institutions, policies, and procedures, and governments obtain, retain, and exercise
power in different ways and for different purposes.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective A KC-3.2.I.A

Explain the systems of Empires and states in Afro-Eurasia and the
government employed by Americas demonstrated continuity, innovation,
Chinese dynasties and how and diversity in the 13th century. This included
they developed over time. the Song Dynasty of China, which utilized
traditional methods of Confucianism and
an imperial bureaucracy to maintain and
justify its rule.

continued on next page

AP World History: Modern Course and Exam Description Course Framework V.1 | 38

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The Global Tapestry 1UNIT

THEMATIC FOCUS ILLUSTRATIVE EXAMPLES
Cultural traditions:
Cultural Developments and Interactions CDI
§§ Filial piety in East Asia
The development of ideas, beliefs, and religions illustrates how groups in society §§ Influence of
view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications. Neo-Confucianism and
Buddhism in East Asia
LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS §§ Confucian traditions of
both respect for and
Unit 1: Learning Objective B KC-3.1.III.D.i expected deference
from women
Explain the effects of Chinese cultural traditions continued, and they §§ Chinese literary and
Chinese cultural traditions on influenced neighboring regions. scholarly traditions and
East Asia over time. their spread to Heian
KC-3.1.III.D.ii Japan and Korea

Buddhism and its core beliefs continued to Branches of Buddhism:
shape societies in Asia and included a variety §§ Theravada
of branches, schools, and practices. §§ Mahayana
§§ Tibetan
THEMATIC FOCUS
Technological innovations:
Economics Systems ECN §§ Champa rice
§§ Transportation
As societies develop, they affect and are affected by the ways that they produce,
exchange, and consume goods and services. innovations, like the
Grand Canal expansion
§§ Steel and iron
production
§§ Textiles and porcelains
for export

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective C KC-3.3.III.A.i

Explain the effects of The economy of Song China became
innovation on the Chinese increasingly commercialized while continuing
economy over time. to depend on free peasant and artisanal labor.

KC-3.1.I.D

The economy of Song China flourished as
a result of increased productive capacity,
expanding trade networks, and innovations in
agriculture and manufacturing.

AP World History: Modern Course and Exam Description Course Framework V.1 | 39

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1UNIT The Global Tapestry

SUGGESTED SKILL TOPIC 1.2

Developments and Developments in
Processes Dar al-Islam from
c. 1200 to c. 1450
1.A
Identify and describe
a historical concept,
development, or process.

ILLUSTRATIVE EXAMPLES Required Course Content
New Islamic political entities:
THEMATIC FOCUS
§§ Seljuk Empire
§§ Mamluk sultanate Cultural Developments and Interactions CDI

of Egypt The development of ideas, beliefs, and religions illustrates how groups in society
§§ Delhi sultanates view themselves, and the interactions of societies and their beliefs often have
political, social, and cultural implications.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective D KC-3.1.III.D.iii

Explain how systems of belief Islam, Judaism, Christianity, and the core
and their practices affected beliefs and practices of these religions
society in the period from continued to shape societies in Africa and Asia.
c. 1200 to c. 1450.

THEMATIC FOCUS

Governance GOV

A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative
institutions, policies, and procedures, and governments obtain, retain, and exercise
power in different ways and for different purposes.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective E KC-3.2.I

Explain the causes and As the Abbasid Caliphate fragmented, new
effects of the rise of Islamic Islamic political entities emerged, most of
states over time. which were dominated by Turkic peoples.
These states demonstrated continuity,
innovation, and diversity.

continued on next page

AP World History: Modern Course and Exam Description Course Framework V.1 | 40

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The Global Tapestry 1UNIT

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS ILLUSTRATIVE EXAMPLES
(CONT’D)
Unit 1: Learning Objective E KC-3.1.III.A Innovations:

Explain the causes and Muslim rule continued to expand to many parts §§ Advances in
effects of the rise of Islamic of Afro-Eurasia due to military expansion, and mathematics (Nasir
states over time. Islam subsequently expanded through the al-Din al-Tusi)
activities of merchants, missionaries, and Sufis.
§§ Advances in literature
THEMATIC FOCUS ('A'ishah al-Ba'uniyyah)

Technology and Innovation TEC §§ Advances in medicine

Human adaptation and innovation have resulted in increased efficiency, comfort, Transfers:
and security, and technological advances have shaped human development and §§ Preservation and
interactions with both intended and unintended consequences.
commentaries on
Greek moral and
natural philosophy
§§ House of Wisdom in
Abbasid Bagdad
§§ Scholarly and cultural
transfers in Muslim and
Christian Spain

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective F KC-3.2.II.A.i

Explain the effects of Muslim states and empires encouraged
intellectual innovation in significant intellectual innovations and transfers.
Dar al-Islam.

AP World History: Modern Course and Exam Description Course Framework V.1 | 41

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1UNIT The Global Tapestry

SUGGESTED SKILL TOPIC 1.3

Claims and Developments in South
Evidence in Sources and Southeast Asia
from c. 1200 to c. 1450
3.A
Identify and describe a
claim and/or argument
in a text-based or
non-text-based source.

ILLUSTRATIVE EXAMPLES Required Course Content
Beliefs and practices:
THEMATIC FOCUS
§§ Bhakti movement
§§ Sufism Cultural Developments and Interactions CDI
§§ Buddhist monasticism
The development of ideas, beliefs, and religions illustrates how groups in society
Hindu/Buddhist states: view themselves, and the interactions of societies and their beliefs often have
§§ Vijayanagara Empire political, social, and cultural implications.
§§ Srivijaya Empire
§§ Rajput kingdoms LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS
§§ Khmer Empire
§§ Majapahit Unit 1: Learning Objective G KC-3.1.III.D.iv
§§ Sukhothai kingdom
§§ Sinhala dynasties Explain how the various belief Hinduism, Islam, and Buddhism, and their core
systems and practices of beliefs and practices, continued to shape
South and Southeast Asia societies in South and Southeast Asia.
affected society over time.

THEMATIC FOCUS

Governance GOV

A variety of internal and external factors contribute to state formation, expansion,
and decline. Governments maintain order through a variety of administrative
institutions, policies, and procedures, and governments obtain, retain, and exercise
power in different ways and for different purposes.

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective H KC-3.2.I.B.i

Explain how and why State formation and development
various states of South and demonstrated continuity, innovation, and
Southeast Asia developed and diversity, including the new Hindu and
maintained power over time. Buddhist states that emerged in South
and Southeast Asia.

AP World History: Modern Course and Exam Description Course Framework V.1 | 42

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The Global Tapestry 1UNIT

TOPIC 1.4 SUGGESTED SKILL

State Building in Claims and
the Americas Evidence in Sources

3.B
Identify the evidence used
in a source to support
an argument.

Required Course Content ILLUSTRATIVE EXAMPLES
State systems in
THEMATIC FOCUS the Americas:

Governance GOV §§ Maya city-states
§§ Mexica
A variety of internal and external factors contribute to state formation, expansion, §§ Inca
and decline. Governments maintain order through a variety of administrative §§ Chaco
institutions, policies, and procedures, and governments obtain, retain, and exercise §§ Mesa Verde
power in different ways and for different purposes. §§ Cahokia

LEARNING OBJECTIVE HISTORICAL DEVELOPMENTS

Unit 1: Learning Objective I KC-3.2.I.D.i

Explain how and why states in In the Americas, as in Afro-Eurasia, state
the Americas developed and systems demonstrated continuity, innovation,
changed over time. and diversity, and expanded in scope and reach.

AP World History: Modern Course and Exam Description Course Framework V.1 | 43

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